S

Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OFFICE CITY OF VICTORIAS
VICTORIAS NATIONAL HIGH SCHOOL

LESSON PLAN
GRADE 7 - SCIENCE

DATE January 24, 2024

CONTENT WAVES
CONTENT The learners should demonstrate understanding of waves as carriers of
STANDARD energy.
LEARNING The learners should be able to relate the characteristics of waves.
COMPETENCY
At the end of the lesson, students are expected to:
1. solve the speed of a wave.
2. understand the relationships between the characteristics of a
SPECIFIC
wave.
OBJECTIVES
3. relate wave behavior in developing better preparedness and
prevention strategies for communities at risk of tsunamis and
earthquake-related wave events.
INSTRUCTIONAL Multimedia devices (LED TV and Laptop)
MATERIALS
Grade 7 Science Module
REFERENCES
Halliday, D. (2013). Fundamentals of Physics Extended, 10th Edition.

DEVELOPMENTAL ACTIVITY
Teacher’s Activity Student’s Response Annotation
Pre-Activity
Prayer The student will lead the Non-Catholic students
Greetings prayer. may practice their own
Checking of Attendance prayer.
Indicator 7: Established
a learner-centered
culture by using
teaching strategies that
respond to their
linguistic, cultural, socio-
economic, and religious
backgrounds.

Indicator 5: Established
safe and secure learning
environments to
enhance learning
through the consistent
implementation of
policies, guidelines, and
Leveling of expectations: procedures.
Present a tsunami, then ask the questions:
1. Can we measure the speed of a
tsunami?
2. How can we predict how long it
takes for the tsunami to reach the Allow this cliffhanger

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 coastal areas? question intrigue
students. Do not confirm
Present the topic and the objectives. nor deny students’
responses.

Indicator 3: Applied a
range of teaching
strategies to develop
A. Elicit critical and creative
Review the definition of wave by allowing Wave is a disturbance in thinking, as well as other
students to answer the following: space that carries energy higher-order thinking
1. How do we define wave? but not matter. skills.

B. Engage
Use slinky to describe a
Allow the students to rearrange the
wave.
jumbled letters to create a word related to
wave. 1. FREQUENCY
1. FREEUQNCY 2. WAVELENGTH
2. WAGVEELNHT 3. SPEED
3. EPSED
Indicator 2: Used a
range of teaching
Briefly discuss wave characteristics: strategies that enhance
1. Frequency pertains to the number learner achievement in
literacy and numeracy
of waves that passes through a
skills.
certain point. It tells us how many
complete waves cycle are there in
one second (f = 1/T).
2. Wavelength is the distance from Use slinky to discuss
two consecutive crests/troughs. It is frequency and
usually measured in meters or wavelength of a wave.
kilometers.
3. Speed of a wave determines how
fast or slow the wave is moving. It
tells how far a wave could travel
over a certain amount of time.
Relate v = d/t to v=fλ
C. Explore
Group the class into 5.
Allow each group to solve for the speed of
wave. (Appendix A: Wave Speed Activity)
Let the group post their work on the
board.
Indicator 6: Maintained
learning environments
that promote fairness,
respect, and care to
D. Explain encourage learning.
Allow the students to observe and They are the same
differentiate the work of group A and B by (constant).
asking the following questions:
1. What have you observed with the It is increasing.
frequency of the waves in group A
and B? It is also increasing.
2. What pattern have you noticed with
the frequency of waves in group A? It is decreasing.
3. What have you observed with the
speed of the waves in group A? It is also decreasing.

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 4. What pattern have you noticed with
the frequency of waves in group B? As the frequency of the
5. What have you observed with the wave increases, its
speed of the waves in group B? speed also increases.
6. How would you relate the frequency Furthermore, as the
and the speed of a wave? frequency of the wave
decreases, its speed will
also decrease. Therefore,
they are directly
proportional with each
other.

Allow the students to observe and

differentiate the work of group C and D by
asking the following questions: They are the same
1. What have you observed with the (constant).
wavelength of the waves in group C
and D?
2. What pattern have you noticed with It is increasing.
the wavelength of waves in group
C? It is also increasing.
3. What have you observed with the
speed of waves in group C? It is decreasing.
4. What pattern have you noticed with
the wavelength of waves in group It is also decreasing.
D?
5. What have you observed with the As the wavelength of the
speed of waves in group D? wave increases, its
6. How would you relate the speed also increases. As
wavelength and speed of a wave? its wavelength
decreases, its speed also
decreases. So, they are
directly proportional.

The speed.
Allow the students to analyze the work of As the wavelength
group E by asking the following questions: increases, the frequency
1. What variable here is constant? decreases. However, as
2. How would you relate the frequency the wavelength
and wavelength of a wave? decreases, the frequency
decreases. Therefore,
wavelength and
frequency are inversely
proportional with each
other.

Provide feedback to
students’ work.
Indicator 9: Used
strategies for providing
timely, accurate, and
constructive feedback to
improve learner

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 performance.
E. Elaborate
Allow the students to answer the problem
below:
A powerful earthquake with a
magnitude of 7.8 has occurred off the
coast of Manapla on the evening of Indicator 1: Applied
Tuesday, April 4, potentially generating knowledge of content
a tsunami. Scientists analyzed the within and across
seismic data and they found out that curriculum teaching
the tsunami wave generated has a areas.
wavelength of 600 km and a period of
20 minutes. Given these information, Indicator 3: Applied a
answer the following: range of teaching
strategies to develop
1. Calculate the speed of the tsunami.
critical and creative
2. Compare the speed of the tsunami thinking, as well as other
wave with the typical speeds of P- higher-order thinking
waves (6-7 km/s) and S-waves (3-4 skills.
km/s) in earthquake. What does this
tell you about the type of wave that
likely caused the tsunami?
3. Assume that the coastal areas are
located 800 km aways from the
epicenter of the earthquake, how
long will it take for the tsunami to
hit the coastal area?
4. How could we utilize this
information to protect coastal
communities?

F. Evaluate
In a ½ crosswise, answer comprehensively
the following:
1. Relate the characteristics of waves
(speed, frequency, and
wavelength).
2. Explain how the wavelength of a
wave might affect the severity of
impact of a tsunami.

G. Extend
1. Research and briefly explain the
concept of deep-water versus
shallow-water waves. Use the wave
characteristics to explain how the
behavior of the tsunami would have
changed as it traveled across the
ocean.

2. Use your know knowledge of wave

characteristics in developing an
early warning system for a better
preparedness and prevention
strategies in times of earthquake
and tsunamis.

Prepared by: Checked by:

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CHRISTOPHER NATALIO MAGDALENA B. LEGADA, MEd
Teacher I OIC – Science Department

Appendix A
WAVE SPEED ACTIVITY

Group A: Solve the speed of the wave.

Frequency (Hz) Wavelength (m) Speed (m/s)
60 2
60 4
60

Group B: Solve the speed of the wave.

Frequency (Hz) Wavelength (m) Speed (m/s)
60 10
60 6
60 3

Group C: Solve speed of the wave.

Frequency (Hz) Wavelength (m) Speed (m/s)
30 5
60 5
80 5

Group D: Solve the speed of the wave.

Frequency (Hz) Wavelength (m) Speed (m/s)
90 5
70 5
50 5

Group E: Solve the frequency of the wave.

Speed (m/s) Wavelength (m) Frequency (Hz)
200 25
200 50

200 60
200 30

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